As children grow and approach the adolescent stage, their reasoning capacity tends to change as well. They care more about what people around them, especially their agemates, say. Peer group influence is the leading cause of risky sexual behavior among adolescents (Breiner et al,2018). The groups they hang out with, have more impact on their behavior than anything. At this age, their loyalty lies mostly on who their friends are. The reason why they will bow down to any pressure as long as they remain relevant in their circle of friendship. Education level among adolescents is another social factor that leads them to engage in risky sexual behavior (Breiner et al,2018). The more their higher level of learning, the more they feel like they are experienced enough to engage in such behaviors. Family structure is another contributing factor. Adolescents who come from complete families are more likely to be disciplined than those from broken families, with parents who have more than one partner. Such teens are rebellious and imitate what their parents do because they do not have a role model.
Why and How Sex Ed Programs are not Put into Place in Schools
Parents have been a significant hindrance to this program. To them, the topic is taboo, and they prefer to do it themselves rather than letting the teachers do it. The problem comes when they do not talk to their children concerning it, leaving them vulnerable to risky sexual behaviors in society. Other parents on the other hand, want to dictate how the teachers will tackle the topic (Szirom, 2017). They believe that they are in the best position to decide what exactly their children should be taught in regards to sexuality. Implementing the program has, therefore, been a significant challenge to the teachers. Cultural differences have made it even more complex to put it into place (Szirom. 2017). The society argues on the importance of teaching minors about issues related to sex like contraception, abortion, and safe sex. The topic is controversial, and the concerned parties seem not to get into an agreement on how exactly to go about it.
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References
Breiner, K., Li, A., Cohen, A. O., Steinberg, L., Bonnie, R. J., Scott, E. S., ... & Dellarco, D. V. (2018). Combined effects of peer presence, social cues, and rewards on cognitive control in adolescents. Developmental psychobiology, 60(3), 292-302.
Szirom, T. (2017). Teaching gender?: Sex education and sexual stereotypes. Routledge.
